Dissertation/Thesis Abstract

Transition to middle school: Academic achievement influenced by students perception of self-efficacy motivation, peer relationships, student-teacher relationships, and parental influences
by McCoy, William, Ed.D., California State University, Fullerton, 2014, 122; 3580203
Abstract (Summary)

Research suggests that during the transition from elementary to middle school students' academic performance declines. A quantitative study was conducted to determine if incoming seventh grade student's academic achievement change during their first year in middle school. Self-efficacy, motivation, peer relationships, student-teacher relationships, and parental influences were investigated to determine each variable's impact on students' academic achievement. The findings showed mixed results on student academic change during the transitional period. Male math scores had slight improvement while English showed slight decline; both were significant p < .001. A regression analysis showed self-efficacy and motivation as having the highest predictive value with the academic score variation.

Indexing (document details)
Advisor: Oliver, Ron
Commitee:
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership
Keywords: Academic achievements, Influenced by student perception of self efficacy, Motivation, Parental influences, Peer relationships, Student teacher relationships, Transition to middle school
Publication Number: 3580203
ISBN: 978-1-303-89015-4
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